On Effective Questioning In High School Maths Class Teaching

Mathematics classroom teaching can’t live without questioning. It is not only the reflection of teaching thinking but also one of the driving forces of class teaching. By asking questions, teachers are able to mobilize students’ thought, and understand whether the students master the knowledge or not,then he can timely adjust teaching pace and direction. In math class, Only by thinking and resolving questions one by one can students truly understand the knowledge taught in class, and can they improve the problem-solving skills and exploring ability. Questioning is an indispensable part in mathematics class. In other words, no questions, no mathematics.But in the real mathematics classroom teaching, a lot of problems exist because of the teachers’ knowledge, attitudes to work and teaching ability. In this article, the author divides those problems into 11 categories. Among them the most serious ones are that the questions are irrelevant and not clear which cannot arouse students’ interest and enthusiasm.These problems lead to the low efficiency of class questioning and not achieving the desired effect.How to actually maximize the results of mathematical class questioning and avoid the problems mentioned above?Based on some theories about class questioning in Chinese and western countries and the writer’s practical experiences, the author puts forward his countermeasures after carrying out a questionnaire. In the fourth part, the author elaborates the principles of effective classroom questioning, process and ways as well as effective skills and strategies of asking questions in maths class..What must be pointed out is that these are physical "use", rather than a metaphysical "Taoism".Any "use" is a tool, and the key is the person who uses it.Therefore, if the mathematics teachers really want to make their classroom questioning attractive and motivate students,the most important thing is to focus on the level of metaphysical "Tao". Namely, Maths teachers should read more and learn more from those who are good at questioning. Only when the "Tao" is high enough, can it have the subtle effect.Of course, only periodical results have been achieved in this research. Classroom teaching starts from the starting point, extends to the distance and finally extends to the infinite. However, there are also some problems existing in this article. Firstly, the list of classroom questions andsolutions are mot comprehensive, secondly, whether the improper techniques and strategies or the teachers’ professional competence result in problems of classroom questions is not discussed. Finally, the effect of students’ knowledge level on classroom questioning is not explored.Because of the limited time and energy, these problems cannot be taken care of well. But in the future, articles related to these aspects will be researched.